THE HOLIDAY PLACEMENT/MENTORSHIP PROGRAMME FOR LAW STUDENTS


THEME

Bridging the widening law graduates-employment gap after failing LDC pre-entry exam: harnessing the power, confidence and potential of the students, faculty staff and the members of the legal fraternity themselves to create an alternative for the pre-entry exam failure victims to find employment in the legal sector

OBJECTIVE:

Providing an equitable alternative to Law students who fail LDC pre-entry Exam to find employment in the legal sector: Reducing the psychological, emotional, and moral trauma the failure victims experience and make them GOOD ENOUGH to undertake to work in lower capacities in the legal sector.

INTRODUCTION

The Pearl Foundation in her rigorous mission to promote and advocate for an Education system that affirms the value of skills diversity right from the young age from primary five to University level; And also, an education system that can direct all scholars at all levels into a creative confrontation with the world before or after school with the power and confidence to create jobs or find jobs;

Launched a HOLIDAY PLACEMENT PROGRAMME as an apprenticeship/mentorship Programme to enhance the development of practical legal skills, experience and workmanship of fresh law graduates through opportunities for mentorship and tutorship by the senior lawyers and advocates. The Holiday Placement Programme seeks to encourage parents, lecturers, faculty deans and law firms to attach law students in their incipient stages of bachelor of laws degree training.

WHY HOLIDAY PLACEMENT/MENTORSHIP PROGRAM FOR LAW STUDENTS FROM THEIR INCIPIENT STAGES OF TRAINING

The high recurring LDC - pre-entry exam failure rates since its inception, moved and persuaded the pearl to launch a Holiday Placement Program for students seeking to undertake a law degree to acquire a holistic package of relevant transferable practical legal skills, experience, and workmanship through contracts of apprenticeship with law firms.

a) The following hypothetic example shows the high failure rates

(26 August 2016The Observer (Kampala) Uganda: 572 Lawyers Pass LDC Pre-Entry Exams ByYudayaNangonzi The Law Development Centre (LDC) on Wednesday released a list of 572 applicants who passed the pre-entry tests and qualified for admission to the bar course this year. At least 1,650 candidates sat for the pre-entry exam on August 1 - a pass rate of 35%. Last year, only 360 lawyers (28%) passed out of 1,286 applicants. In a statement, Everest Turyahikayo, the LDC academic registrar/secretary, said successful candidates can now collect their admission letters from the center’s reception. This year alone in August 2017 out of 1797 candidates sat for the exam

In order to direct the above failure victims into a creative confrontation with the world, with power and confidence to find or create jobs in the legal sector without fighting the government’s LDC policy;

a) The Holiday Placement Program will increase student’s opportunities for mentorship, tutorship and connections for employment by their holiday mentors.

b) Increase the opportunities to conduct market assessment to identify opportunities for employment or self-employment thus reducing their hesitance to work in the legal sector partaking in both private and public interest litigations in lower capacities like court clerks, process servers, court bailiffs.

c) Since LDC is the only one institution of its kind that provides bar course training of the lawyers for their post-graduate diploma in legal practice which is a pre-requisite for the award of the practicing certificate by the law council in Uganda: Pearl foundation views the LDC pre-entry exam as an inequality, hinderance and an obstacle preventing and blocking law-students from becoming advocates, However:

The practical legal skills like drafting legal documents, gathering and preparing evidence for court processes acquired every holiday will give students power and confidence to transcend the above obstacle by creating an environment of safe-warm acceptance trusted confidentiality and employers -law graduates acquittance and empathy in the legal employment sector after failing pre-entry exams.

i. The practical legal skills like drafting legal documents, gathering and preparing evidence for court processes acquired every holiday will give students power and confidence to transcend the above obstacle by creating an environment of safe-warm acceptance trusted confidentiality and employers -law graduates acquittance and empathy in the legal employment sector after failing pre-entry exams.

ii. The practical legal skills workmanship and experience will create the GOOD ENOUGH opportunity to work or create employment in the legal sector. According to the pearl foundation, the good enough is an equitable, just and fair principal that states that not everyone who fails is a fool and unable and that “everyone is good enough if given a chance” other than creating an environment full of few excellent idols in the legal sector.

iii. Thus, the program will create a setting where it’s alright to feel again to, hope again, to believe again and direct the LDC- pre-entry exam failure victims into a creative confrontation with the world with power and confidence to create or find the job.

3. CRITIQUE OF THE TRAINING STYLE: Since the Pearl Foundation is critical of the learning and training styles often associated with Uganda’s tertiary institutions which we believe emphasizes thinking and learning, emotional and intellectual experience that has little effect on the way students live and work after graduation:

i. The training of law students tends to concentrate on the rational approach to the student’s intellectual needs without taking into account of the whole person; “aimed at the head, the heart, the hands and the feet,”—does not satisfy the emotional, intellectual, psychological, moral, social-economic and future financial needs of students and also directing them into a creative confrontation with the world after failing pre-entry exams with power and confidence to find or create the job.

ii. The pearl believes that the training style does not satisfy the emotional, psychological and social-economic and financial needs because students who find their names missing on the notice board are emotionally, morally and psychologically traumatized yet they invest a lot of time and money baby class till graduation.

4. The fullness of the holiday placement Programme “baptizes both the individuals and their environment”. The holiday placement is not concerned with either only the individuals or their social-economic and financial salvation but with both simultaneously—it seeks to empower the students to understand the rhythm of gathering and scattering with a vision of going to school to study to go out to serve and work and expose themselves to their potential employers.

5. The holiday placement Programme seeks to liberate students from their self-imposed training prison that keeps them away from their potential employers or self-employment. In Uganda, students are kept under control in classes, hostels and homes with no opportunity and exposure to the outside world and this saps their creative capacity and enthusiasm for enterprise development.

The following example best explains the above self-imprisonment of students from baby class to University level without exposure are like broiler chicken from the eggs to the brooder to the pen where they are given water, feeds and medicine; when they grow and are let free they are unable to free themselves to safety even when they are under grievance and attack .Meaning that students who study from baby class to University level without opportunities of exposure to potential employers in the legal sector, after failing the pre-entry exam they become psychologically, emotionally and morally frustrated and hopeless. Another example was experimented by American Psychologists on dogs: when they were puppies they were placed in a pen covered with live and bare electric-wires, whenever they would attempt to escape/move out, they would be electrocuted, beaten, tongue lashed at, and starved of food and told never to move out. When they grew old, the owner opened the door and the dogs could not leave the pen.

The above two examples of chicken and dogs best explain the imprisonment that comes with educating a child from baby class to University without exposing them to practical skills and potential employers. Ultimately, this results into a psychological phenomenon called “Delusion of Insignificance” when it comes to applying for a job after failing pre-entry exam.

A delusion of insignificance is a false belief held with conviction to the contrary that one is unimportant, unable, worthless, inadequate, insufficient, inferior and not excellent. This results in a destructive mindset which in psychology is called “LEARNED HELPLESSNESS” in the lives of the law graduates who fail to make it to the bar course;

Learned helplessness is a condition where an individual’s spirit has been broken and has given up on hope to ever save themselves from apparent trouble. The same problem affects law graduates who after failing the pre-entry exam they become totally helpless, hopeless and jobless.

This horse is an example of learned helplessness; When it was still young, whenever it attempted to run, it was beaten, starved of food and water, electrocuted and told never to run away from its owner, one day the owner tied to a plastic chair and it remained there helplessly even though it could have pulled the cord a long with the plastic chair.

However, if students of Law can acquire a holistic package of transferable legal hands on skills through a Holiday Mentorship Programme, they can find an equitable employment alternative in the legal sector in lower capacities other than remaining tied with no option like the above horse. In this way, students are given a right, necessary training and tools to enable them feel again, hope again, and believe again after failing pre-entry exam. In psychology, they will develop A DELUSION OF GRANDEUR which literally means that they will believe that they are excellent, able, capable, worthy, skilled enough and good enough to find or create jobs in the legal sector. Thus, they will develop a phenomenon called LEARNED OPTIMISM which also literally means learning to feel again, hope again and believe again that finding a job is easy and possible.

SPECIFIC PLAN FOR MOBILIZING BACHELOR OF LAW STUDENTS AND ALSO VARIOUS STAKE HOLDERS IN THE LEGAL SECTOR.

1. The Pearl seeks to form robust and homogeneous coalitions with University faculties of law, students’ guild Council, University Human Rights Associations, class coordinators and students serving as a bridge and seeking to rigorously persuade them to embrace the vision of the holiday placement Programme, and work together on behalf of this vision.

2. The Pearl will engage students through publication of journals, leaflets, brochures and all other forms of dissemination of information about skills and experience acquisition and the benefits of the holiday placement Programme.

3. The Pearl will engage and bring together Law students and those intending to undertake Bachelor of Laws course through social media networks like Facebook, watsap, twitter, sanpchat, Instagram groups to enable them share ideas and challenges in the legal sector, opportunities for apprenticeship, mentorship and employment after failing the LDC pre-entry exam.

4. The Pearl’s IT team is working on developing a database for all those intending to study Law and lawyers themselves to be used as a reference for studying Law accessing opportunities for mentorship, apprenticeship, studying and employment opportunities. This is because this has come at a time when some Universities have implemented pre-entry exam which is a pre-requisite for every student intending to undertake a Bachelor of Laws course. Pearl views pre-LLB entry exam in some Universities as an obstacle, inequality and hinderance for students undertaking Law; However, the database and our mission in High Schools will help to provide the leadership to awaken the student’s conscience to begin acknowledge the magnitude of the of the Law Course.

5. Pearl will organize seminars, workshops, public seminars, symposia, radio and television talk shows and others for disseminating and distributing relevant information about the benefits of the holiday apprenticeship placement Programme.

6. The Pearl Foundation will link students to law firms, advocates, organizations and courts to offer them apprenticeship, contracts for every holiday for the duration of the undergraduate Bachelor of law training.

7. . The Pearl will provide leadership to awaken students’ conscience to begin to acknowledge the deep longing for a different kind of world that is still lying buried in their hearts in order to create a setting where it’s all right to feel again, to believe again and to hope again after failing pre-entry exams. However, this requires conversion to a training vision that affirms the value of skills and experience diversity before a student graduates.

In this way, students will be empowered and given sustainable tools and training in diversified legal skills, experience, power and confidence to overcome obstacles blocking their rights and capacities to create jobs and fight unemployment. Thus, this will be promoting equal, accessible, available, adaptable, right to Education using a rights-based approach to development.

EXPECTED OUTPUT/JUSTIFICATION OF THE HOLIDAY PLACEMENT/MENTORSHIP PROGRAMME.

The Holiday Placement/Mentorship Programme will provide students with an opportunity to acquire practical legal skills and experience diversity that can make them good enough to remain working in the legal sector in lower capacities after failing pre-entry exam.

JUSTIFICATION FOR SKILLS DIVERSITY:

It is a philosophy, a forward –leaning culture of practical and tangible legal hands on skills with minds on skills and experience diversity that invites competence, competitiveness, enterprise development, innovation, initiation, invention, society geographical and circumstantial labor adaptability, dreaming and thinking big and differently to define and realize one’s potential and labor market value and directs them into a creative confrontation with the world with power and confidence to create their own jobs and fight unemployment and poverty that have plagued Ugandans after school currently standing at 80%.

Together we can build and provide a just and equitable education system in which all people are able to study with safety, equality and where there is an environment after or before school where it’s alright to feel again, to hope again, and to believe again with power and confidence to create jobs or find a job thus reducing unemployment and poverty.

The Pearl Foundation is working towards earning a well reserved reputation for taking risks. Its mission is to “take up the slack” where other organizations are put off by fear of controversy. The Pearl Foundation works extensively with local religious institutions, schools and tertiary institutions and corporations serving as a bridge and seeking to promote and provide a quality, just and fair right to education and Education system in which all people are able to study with safety, equality. However, this requires conversion to an Education vision that affirms the value of practical legal skills diversity right from the incipient stages of their LLB training.

Universities that accept to share Pearl’s mission can make a simple wish list and tie it to askings from the members but also other funding agencies and government can contribute to this scheme.

If Universities cannot afford to provide skills to the pupils and students, then surely, they can provide the leadership to awaken their students’ conscience to begin to acknowledge the deep longing for a different kind of world that still lies buried in their hearts in as far as embracing the Holiday Placement/Skilling/Mentorship Programme is concerned.

In conclusion, Pearl knows that the time and costs of obtaining a Holiday Placement for apprenticeship is daunting and costly but the benefits far outweigh them all as the students will be directed into a creative confrontation with the world after school.

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